7 (2), 2006

I am pleased to inform you that in the 7th year of TOJDE is appeared on your screen now as Volume 7, Number: 1. Very much thanks to all of you once more that we met with you 22nd time, since January 2000.

This paper reports a synchronous project, “the virtual classroom” prepared for the Distance English Language Teacher Training (DELTT) Program. The process of developing the synchronous project and the interface with its specific components were reported with examples and supported by theoretical background from the related literature. The evaluation of the project concludes that the virtual classroom facilitated increased authentic interaction and encouraged learners to become more autonomous. When the group of students who prefer the traditional classroom, however, was considered a blended approach which consists of both virtual classroom and traditional face-to-face classroom was suggested as the most efficient way for Turkish EFL learners.

The current study aims to find an answer to the research question: “how does Internet use differ between academicians who are innovative adopters and other adopter types”. In particular, we focus on three measures of Internet use: years of experience on online shopping,frequency of purchase, and
price spent on items purchased online by specifically focusing on Malaysian Internet users' online buying behaviour. Thus, this study concentrates on Business to Consumer (B2C) market.

From the educational and training point of view, to understand and use the Electronic Performance Support Systems (EPSS) efficiently is important in developing web-based applications. In this way, the aim of the study is proving the idea that Lotus Notes is a convenient tool for creating a powerful EPSS within the HSBC Bank example in Istanbul. For this reason, EPSS Domain Features Checklist is developed to assess the study group’s perceptions at the bank. The participants of the present study group consisted of 104 expert Lotus Notes (LN) users from the Bank Executive Management Center in Istanbul. The study group was asked online to rank the LN program for the bank applications within the EPSS Domain Features Checklist. Based on the checklist data, the experts’ (HSBC Bank operators’) perceptions on the LN were calculated within the EPSS features. The study showed that LN is a suitable tool for creating powerful EPSS activities within the HSBC Bank example.

This article reports the results of a project that examined student perceptions of the psychosocial learning environment in a distance education classroom. The study utilized a survey instrument, Distance Education Learning Environments Survey (DELES) that was distributed as a pre-test/post-test to three sections of the same course taught in three distinct formats: traditional classroom instruction, distance learning, and hybrid (partially on-line/partially face-to-face). The DELES survey is a web-based tool specifically designed to assess the learning environment using a standardized, validated instrument. At the beginning of the project, the DELES-Preferred was administered to the three pilot groups. It measures the perception of the “actual” environment, perceptions of the preferred environment, or the “ideal” learning environment of the students.
In addition, a brief overview of the DELES instrument is described as well as the implications of the research project findings. Project results, based on the DELES administration, indicate that Instructor Support was rated highest by the students enrolled in the course taught in the traditional manner (4.68 mean) closely followed by the Hybrid course (4.66 mean) while the course taught totally at a distance averaged a 3.62 mean. However, Student Interaction and Collaboration averaged higher scores in the course taught in the Hybrid manner (4.23) followed by the traditional course (3.97) and then the distance course (3.12). Specific scales of Personal Relevance, Authentic Learning, Active Learning, Student Autonomy and Satisfaction (scale of affect) are further addressed in the article.

Freire's cogitation on Information Technology (IT), resources for education have been known since the decade of the 50s. And now, within the current context, this analysis outlines the literacy problem as an issue of gnosis and anthropology while existing in a virtual dimension. Based on research/experiences that also were carried out in Brazil, it can be noted that the literacy that is being discussed includes the skill in handling a mouse, selecting, dragging, cutting, pasting, CTRL C+CTRL V, writing a text and searching the internet, but although it seems "obvious", public education policy has not given sufficient thought nor assumed a pedagogical position on these issues.
This discussed cogitation considers contributions of the Freire pedagogy, in the attempt to attain, through this type of literacy, the unprecedented accomplishment of something viable–that what teachers realize as unprecedented, due to the fact that nobody has accomplished it before, however viable, because all of the conditions to make it happen are there, including a critical preparation of the educators. Within the internet context, the proposal implies a digital writing and reading ability that is based on communication and dialogue skills and, as fundamental strategies for reading the world, the real/virtual world, the knowledge of the daily speech, of writing and reading within a multi-diversification of digitally generated texts.

A web-based course was developed in order to improve pre-service teachers’ knowledge concerning complexation and masking in analytical chemistry. This course was designed to enhance students’ achievement by promoting individual and student-centered learning through the use of a series of web-based modules in the subject area. A chemistry achievement test of 10 questions was developed and administered as a pre-test to assess student knowledge in the general area of complexation and masking. Eighty-four students were randomly divided into two groups. One group, referred to hereafter as the experimental group, learned about the specified material within the Web-based course that was developed for this study. The control group was traditionally taught using a lecture format. The increase in the achievement of the control and experimental groups was then assessed through the administration of the chemistry achievement test of 10 questions which was used as a post-test. Significant differences in group achievement scores, favoring the experimental group, were observed between the post-test achievement averages of the control group and the treatment group.

The Open Distance Learning (ODL) concept is fast becoming popular all over the world and it has a lot of relevance for a highly populated country like India. However, the most important aspect of this type of teaching-learning process is establishment of the credibility especially when the laboratory based science programmes are delivered from such institutions. The apprehensions arise because teaching laboratory based science related subjects at a distance is difficult due to students’ compulsory presence for the experimental work and also the cost involvement.
Through this paper we intend to establish the credibility and authenticity of the B.Sc. (major) in chemistry programme by giving a brief comparative account of IGNOU and conventional university courses. It discusses the delivery aspects of this programme highlighting the existing delivery mechanism, analyses the weaknesses in the present system substantiated by a survey study and also suggests some new approaches to make chemistry courses more effective from learner’s learning point of view. The survey study has been helpful also in suggesting appropriate technologies for the effective delivery of Chemistry courses

The purpose of the present study was to evaluate the differences in demographic characteristics, motivational orientation, self-efficacy, and attitudes about technology between students who enrolled in a course offered in the traditional setting and those enrolled in the same course online. The two groups, each comprised of 27 students, were administered self-report measures to evaluate their levels of technological self-efficacy, attitude toward technology, and motivational orientation. Participants also reported their age, number of online courses taken, and gender. Results indicated that the two groups did not differ in terms of their attitudes about and feelings of self-efficacy toward technology. Despite many similarities in motivational orientation, online students did report higher levels of interest, curiosity, and intrinsic motivation, suggesting that students in online courses may prefer autonomy in the course design. Further research is necessary to determine whether students seek out online courses because they possess motivation or if online courses create motivation.

The World Wide Web impacted the educational model and became part of distance education in this early century. There were many changes taking place in higher education for political, economic and educational reasons. New goals and educational objectives are being set within educational institutions. There were particular emphases to produce a more effective delivery of learning methods for distance learning students. The use of Internet was seen as an important issue in the development of an understanding of the complex process of instilling knowledge to post graduates students. Well-established universities are re-examining their missions and looking for different ways of providing lifelong education.
The Building Division of the MACE was particularly keen to increase the use of web-based learning in its courses, which will increase the amount of students enrolled into these programmes, help them learn in a flexible and workable manner. This paper describes the outline for the design and development of a distance-learning module. Some benefits and setbacks will be discussed and recommendation for future improvement explained.

A web-based course was developed in order to improve pre-service teachers’ knowledge concerning complexation and masking in analytical chemistry. This course was designed to enhance students’ achievement by promoting individual and student-centered learning through the use of a series of web-based modules in the subject area. A chemistry achievement test of 10 questions was developed and administered as a pre-test to assess student knowledge in the general area of complexation and masking. Eighty-four students were randomly divided into two groups. One group, referred to hereafter as the experimental group, learned about the specified material within the Web-based course that was developed for this study. The control group was traditionally taught using a lecture format. The increase in the achievement of the control and experimental groups was then assessed through the administration of the chemistry achievement test of 10 questions which was used as a post-test. Significant differences in group achievement scores, favoring the experimental group, were observed between the post-test achievement averages of the control group and the treatment group.

This correlation study examined the relationship between gender and the students’ attitude and prior knowledge of using one of the mathematical software programs (MATLAB). Participants were selected from one community college, one state university and one private college. Students were volunteers from three Calculus I classrooms (one class from each school) in which MATLAB was used extensively. A survey regarding students’ attitude and experience on using the MATLAB program was administered to classes. The findings of the study indicated that gender differences are not related to students’ attitude and experience on the program.
The results revealed slightly positive correlation between and students’ attitude and experience on the program. The implications of this study shows that teachers who use MATLAB in their instruction and classroom practices must pay attention on how much students use it, the obstacles students had to overcome to succeed in its use, and their general issues and concerns regarding MATLAB use.

A new member of the mega-Universities, Bangladesh Open University (BOU) introduced a course team approach for developing effective course materials for distance students. BOU teaching media includes printed course books, study guides, radio and television broadcasts, audiocassettes and occasional face-to-face tutorials. Each course team comprises specialist course writer(s), editor, trained style editor, graphic designer, illustrator, audio-visual producer and anonymous referees. An editorial board or preview committee is responsible for the final approval for publishing or broadcasting materials for learners. This approach has been proved to be effective, but appeared to be complicated and time-consuming. This report focuses on the quality and processes of BOU course materials development taking into account the strengths and weaknesses of the current approach.

This study provides relevant economic ideas that can assist Nigeria and other African countries in making innovative policies at privatizing university education. A review of the education market scene on the continent provides an imperfect market with adverse consequences occasioned by inadequate information and unbridled competition. Advocating a joint role for sharing the costs and benefits of university education between government and private sectors, the study suggests a four-policy option for adoption by Nigeria and other African countries. These are, in ascending order of importance:
Ø regulated private,
Ø subsidized private,
Ø competitive private, and
Ø complementary private systems of university education
Using the Backcock University in Nigeria as an example, this paper demonstrates the positive managerial influence of a competitive and complementary system of private university. Nevertheless, to forestall market failure, this study rounds off by pointing out the reformatory, regulatory and redemptive roles of government in the management of private universities in Nigeria and other African countries.

Miniature handheld computers called PDA’s are not only bombarding corporate America, but they are also noticeably making their mark on college campuses. The question is, how much impact are they making on the way students learn and instructors teach. These devices were born from a simple calculator and over two decades have transformed into a walking computer complete with Internet access. This paper identifies how PDAs have transformed over the years as well as their benefits and limitations.
Although there are many pros and cons to using PDAs, it was clear that they can be used to enhance both learning and teaching if used and accepted in the appropriate manner. With the advancement in technology and data speeds it is evident PDA’s will continue to add value to education in the future.

In this paper, the principles that govern the development of the instructional scenarios of Testing and Evaluation in English course of Distance English Language Teacher Training (DELTT) Program are presented. Firstly, the program and the course are described briefly. Then the major underlying principles are presented with reference to the related literature and examples from the course are provided.

"On-line Education" is a book that meets the challenge to present itself as an unfinished text. In addition to demanding an active participation of the reader, it requires a predisposition to complete it through an also inconclusive dialogue. Among its goals we can find the search for education networks that remain under constant reconstruction, maintaining the emancipative vision as an imperative for the reconfiguration, as a constituted tissue for the scaffolding of subjects who impress, imagine, think and have a will.

In this book, the terms of “distance education” has been discussed from different perspectives. The term “distance education” conjures up in many minds the image of modern, computer-enabled technology that has blossomed in only the last twenty years.